Pedagogical Tact Insights in Online Learning Communities

Abstract

The growing reliance on AI-powered EdTech solutions has prompted educators at all levels to rethink teaching and learning methodologies. This shift has fostered a renewed partnership among teachers, students, and society, repositioning AI from a passive support tool into a proactive agent in the classroom. This transformation calls for teachers to exercise leadership and judgement in guiding students’ use of AI, emphasising both responsible practices and ethical considerations within their broader socio-cultural contexts. To harness this potential, we leveraged AI-based solutions within the AECT academic association to reinterpret UNESCO’s four foundational pillars of learning, thereby impacting the broader educational community. This initiative underscores literacy in educational communities emerging from intra-national and international inequity. Hence, it is imperative to examine the exigency of fundamental rights in relation to ethics and norms to uphold the innovative opportunities of AI in education globally. In this regard, this study connects the Pedagogical AI-Tact concept to bridge the gap between theory and practice, fostering both interest and ethical engagement across diverse educational communities. This study valuably upholds Margaret Mead’s proposal that every child deserves universal educational rights, a principle in harmony with justice and freedom.